Exploring the contexts of urban science classrooms: Cogenerative dialogues, coteaching, and cosmopolitanism.
Item
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Title
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Exploring the contexts of urban science classrooms: Cogenerative dialogues, coteaching, and cosmopolitanism.
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Identifier
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AAI3283206
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identifier
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3283206
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Creator
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Emdin, Christopher.
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Contributor
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Adviser: Kenneth Tobin
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Date
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2007
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Sciences | Education, Secondary
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Abstract
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The body of work presented in this dissertation is a response to the reported association between poor outcomes in science achievement and students of color in urban schools. By presenting counterexamples to the cultural motif that urban students of color perform poorly in science, I argue that poor achievement cannot be traced to a group of people but can be linked to institutions promoting subject delivery methods that instill distaste for science and compel students to display an illusion of disinterest in school.;There are two major goals of this study. First, I plan to demonstrate how plans of action generated by coteachers and cogenerative dialogue groups can coalesce under the ethos of making science and schooling accessible to populations that are traditionally marginalized from science achievement. My second aim is to develop mechanisms for transforming science learning contexts into cosmopolitan learning communities that develop student success in science.;Through a three-year ethnographic study of physics and chemistry classrooms in a high school in New York City, I present explorations of the culture and context of the urban classroom as a chief means to meet my goals.;In my research, I find that obstacles to identity development around science can be tied to corporate understandings of teaching and learning that are amenable to local efforts toward change. This change is facilitated through the use of transformative tools like cogenerative dialogues, coteaching, and cosmopolitanism. Through the application of these research tools, I uncover and investigate how various misalignments that present themselves in physics and chemistry classrooms serve as signifiers of macro issues that permeate science classrooms from larger fields. By utilizing cogenerative dialogues as a tool for investigating both micro enactments within classrooms and the macro structures that generate these enactments, I show how students and teachers can work together as co-researchers and coteachers that engage in a dual process of questioning existent structures that do not support science success and transforming them.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
